Curriculum Structure

The visual arts make a vital contribution to children’s development in many ways both explicitly and implicitly. To understand visual culture is to be able to access the world in which we live. To practice Art presents students with the opportunity to learn and develop creative skills and techniques with different materials and processes discovering confidence and channels of self-expression. We study Art to inspire that personal expression, foster curiosity of the world around us and explore the limitless capabilities of our imagination whilst engaging with different cultures, historical events as well as providing opportunities to question, critique and make decisions. Our Art curriculum enables our young people to work independently, work collaboratively, develop resilience, problem solve, manage time and resources and ask the big questions; encouraging them to become thinkers, researchers, observers, makers and creators.

Character: Engaging all students in learning about visual culture that develops personal creativity, resilience, the willingness to take appropriate risks and the confidence to express feelings, thoughts and ideas: developing a sense of self. Confidently experimenting and exploring ideas and ways of working, being open to asking questions and challenging accepted ideas: developing a sense of wider responsibility. Thoughtfully investigating ideas of equality and diversity: developing a sense of inclusivity.

Competence: Developing student’s ability to use accurately and expressively a variety of skills, techniques and materials with confidence. Enabling them to make well-informed, good choices about their work and to understand and formulate connections between their work and the work of others. Being able to create a personal response through practice and understanding context: nurturing creativity.

Community: Inspiring students to develop a lifelong love, appreciation and understanding of a wide range of creative styles, traditions and contexts through considering the place of visual communication in their world. Improving health and wellbeing of themselves and others through their practice and through sharing their practice in different ways. Contributing to their futures though actively working sustainably and considerately of and for others: promoting ambition.

We invite you to read our Long Term Plan for Art here. 

You can find our Statement of Intent for Art here.

Purpose of study: In Business Studies students will be given the opportunity to explore real business issues and understand how businesses work.  Students will develop an understanding of the key practical applications of business concepts.  This will provide them with a firm foundation for further study at post-16 and post-18 education as well as the philosophy for practical steps and decisions in the world of a Business. 

We value character, competence and community in our curriculum:

Character: The curriculum instructs students in order to develop the ability to take calculated risks, make judgements and be resilient and confident learners. 

Competence: Students will be able to comprehend and articulate their understanding of how businesses inform how we interact with the wider world. To develop not only their ability to interact with systems such as banking, shopping, marketing and advertising, but also how to apply for jobs, develop business strategies and mindsets in order to make sustainable and productive decisions. In GCSE Business Studies, students are exposed to a wide range of career opportunities and aspirations to inform a knowledgeable basis for the working world, independent administration and self-management. 

Community: Students develop a deeper understanding of Britain in terms of past and present products and become more accepting of National and Global products and where they come from for a given community.   the marketing unit will develop students’ character in terms of inclusion where students will develop an understanding of the diverse society they live in and how all forms of goods and services that are marketed have a segmented target audience which they need to accept.  Students show a deeper understanding of how and why a product is marketed even if it may not be for their community.   

We invite you to read our Long Term Plan for Business Studies for Year 10 here and our Long Term Plan for Business Studies for Year 11 here.

You can find our Statement of Intent for Business Studies here.

Technology is becoming ever more important in our student’s day to day lives and this trend is likely to increase and even accelerate in the future. We are preparing students for jobs that do not yet exist and to use technology that has not yet been invented. We will do this by ensuring that every student has the opportunity to study and use a wide range of technology building the resilience to both learn to use new technology and solve new problems in a logical algorithmic way. The OCL Computing curriculum will ensure that every student is able to navigate the digital world confidently in a safe and socially responsible manner.

We value character, competence and community in our curriculum:

Character: Enabling students to develop and build solutions to both digital and real-world problems by applying computational thinking.
Students will be able to take complex problems and break them down into manageable chunks and build solutions using skills such as
pattern recognition, abstraction and algorithmic thinking.

Competence: Developing pupils’ digital literacy allowing them to adapt and be active users of the ever-changing technology used in their
future careers and personal lives.

Community: Inspiring students to become active creators of and innovators instead of passive users of technology. Online safety and a solid
understanding of the moral, legal and ethical considerations of technology are embedded at every level of our curriculum to ensure that
students know how to use technology responsibly.

You can read the Statement of Intent for Computing here.

You can read our Long Term Plan for Computing here.

We invite you to read our Long Term Plan for Creative iMedia.

The Design Technology department at Oasis Academy Oldham are committed to enthuse and strive to equip pupils with the skills and qualifications to go on and become the next generation of creative practitioners in their chosen field. Our mission is to build confidence and encourage pupils to take ownership of their work and to develop their thinking into creative ideas, from sketch to a final outcome.

Character: Engaging all students in learning about design and making to solve problems and become resilient. Encourage pupils to confidently experiment and take creative risks. Through exploring ideas.  Pupils are encouraged to work independently, but also support each other as a group of designers working collaboratively. 

Competence: Developing student’s ability to use accurately and expressively a variety of skills, techniques and materials with confidence. Enabling them to make well-informed, good choices about their work and to understand and formulate connections between their work and the work of others. Being able to create a personal response through practice and understanding context: nurturing creativity.

Community: Inspiring students to develop a lifelong love, appreciation and understanding of design and technology. Solving problems for themselves and others through their practice and through sharing their practice in different ways. Contributing to their futures though actively working sustainably and considerately of and for others.

We invite you to read our Long Term Plan for Years 7 & 8 here.

We invite you to read out Long Term Plan for Years 9-11 here.

We invite you to read our Statement of Intent for DT here. 

The Drama department, here at Oasis Oldham, is about creating a community of chances and choices which allow all students to achieve. We believe everyone deserves the same opportunities and many of our students haven’t studied Drama before secondary education. We start by teaching all students the basic skills and formal elements so all students can access the curriculum regardless of their prior knowledge.

Character: Engaging all pupils in drama learning that develops creativity, resilience and the confidence to express feelings and thoughts, experiment with new dramatic ideas and grow imaginations.

Competence: Developing pupils’ ability to create drama well so that drama outcomes are excellent, and aspirations are raised. Ensuring that all are equipped to study drama further if they choose it.

Community: Inspiring all pupils to develop a lifelong love and appreciation of dramatic styles and traditions; ensuring all experience the power of drama to include and draw people together, helping them understand others and facilitate positive connections.

We invite you to read our Long Term Plan for Drama here. 

You can find our Statement of Intent for Drama here.

The written and spoken word is not only influenced by, but also shapes humanity. The curriculum is therefore sequenced so that students understand, question, critique and create rules, stories and patterns in literature and, more broadly, in society. Mastering English in the OCL Curriculum gives all pupils the power to understand the codes that dictate the conventions of shared language, history, art and culture as well as giving them the power to challenge, break, rebuild and create new realities from the knowledge they have learned. At the heart of our curriculum is the unwavering belief that all young people, no matter what their starting point, can, and will, thrive within a global community. Therefore, through the OCL English curriculum, they will be taught to understand and interact with the voices of others and deploy the power of their own voice. Students will become curious, scrupulous and critical thinkers armed with an extensive, versatile vocabulary and flexible knowledge base, allowing them to communicate with accuracy, precision and flair and access and create excellent, compelling writing.

Character: Giving the students the skills, knowledge, vocabulary, confidence, resilience and curiosity to read, listen, consider, discuss and debate with sensitivity and integrity.  

Competence: Developing pupils’ vocabulary, knowledge and skills so that they can communicate with accuracy, precision and, more importantly, autonomy.

Community: Inspiring all pupils to develop a lifelong love, appreciation and understanding of a wide range of literature. Inspiring pupils to use their understanding of literature that has gone before them to become active members of their local and global community and become involved in shaping its future.

You can read the Statement of Intent for English here.

You can read our Long Term Plan for English here.

We believe that Film Studies provides students with transferrable analytical and evaluative skills that can be used in a variety of other subjects such as English Language/Literature, which in turn encourages an improvement in literacy across the cohort. Film Studies is more creatively accessible for some students and allows them to achieve a third of their GCSE through completion of an internally assessed screenplay. The course will introduce students to World Cinema/Foreign Language Film, raising their cultural capital, and encouraging the sharing of their own prior knowledge of Film. Thinking ahead, Film Studies provides the foundation of knowledge for students looking to study Film at a Post-16 setting or seeking a career in the digital/creative industries.

Competence: Developing a cineliteracy amongst students so that they are fully equipped to achieve their potential in assessments and to provide students with a foundation of learning for them to continue to study Film and/or Media post GCSE.

Character: Calling upon student’s own knowledge of cinema allows them to fully express their understanding of the medium. An environment of resilience is created through students being encouraged to share their opinions without fear and being able to hold confident conversations with their peers.

Community: Encourage all students to develop an appreciation for cinema from all over the world including South Africa, America and here in Britain.  This will ensure a respect for communities from other cultures, linking specific traits to their own communities to create a solid understanding. 

We invite you to read our Long Term Plan for Film Studies here. 

We invite you to read our Statement of Intent for Film Studies here. 

The Oasis Geography Curriculum will equip students with a balanced understanding of the physical and human world, as well as an appreciation of how interconnected systems are. It will improve student knowledge of key geographical processes and how human actions impact on these processes. Crucially it will give students the knowledge and skills to become active global citizens and enable them to confidently identify and respond to the complex current issues our planet faces. Students will have opportunities to engage and excel geographical skills through fieldtrips so they are able to personally experience the geography taught in lessons.

Character: the curriculum’s fundamental aim is to instil a love of learning about the world around us for all students. In Oasis we celebrate diversity and the curriculum therefore explores and celebrates a range of global places, cultures and traditions. This relies on the curriculum drawing on accurate, up to date representations of places and cultures in an ever changing world and how changing socio-economic circumstances impact on quality of life and well-being. Students will be developed holistically, encouraged to become the best versions of themselves by emphasising their role in order to better understand how their actions impact on others and the wider environment. 

Competence: the Oasis Geography curriculum is an academic and rigorous curriculum, which places a large emphasis on knowledge. It is designed to ensure the very best outcomes for students using the latest research in cognitive science. Central to the curriculum are three core strands:

• Knowledgeable students: We want our students to be curious learners who can apply their knowledge to the real world. To do this, we equip them with the fundamental knowledge that allows them to ask good questions, access a range of scenarios and express themselves eloquently and with confidence.
• Knowledgeable teachers: We want to ensure that all teachers are confident in their subject knowledge and feel secure to take ownership of differentiating lessons for the needs of the specific students they teach.
• Knowledgeable leaders: We want to enable our curriculum leaders to be experts in curriculum delivery – able to develop the pedagogy of their teams through effective CPD, observations and feedback.  We also want to ensure that they are confident in tracking the progress of their students, identifying gaps in knowledge and underachievement.

The Oasis Geography curriculum gives students the skills to use this knowledge to think deeply about key Geographical concepts and processes. Central to the curriculum is the application of this knowledge to answer complex questions developing skills of critical thinking, analysis and evaluation.  Furthermore, students will develop geographical skills, gaining confidence in interpreting information from maps, graphs, data and photographs. It will ensure students aspire and take the next steps in their education and personal challenges.

Community: the curriculum will help students to understand local, national and global communities. Fundamentally students will be encouraged to study the interconnected nature of our world and look at their role in an ever changing planet. We want Oasis students to be global citizens. The curriculum fosters this through the provision of opportunities for students to take action and become active members of society, championing for sustainable change. We also want our students to have meaningful experiences and see Geography in action through multiple opportunities for human and physical fieldtrips, where they are able to collect and interpret primary data, as well as analyse secondary data.

We invite you to read our Long Term Plan for Geography here. 

You can read more about the Geography Statement of Intent here. 

Health and Social Care will allow students to study how people grow and develop over the course of their life, from infancy to old age, this includes physical, intellectual, emotional, and social development, and the different factors that may affect them. Students will understand and be aware of the different health and social care services and will develop skills in applying care values that are common across the sector, some of which are transferable to other sectors that involve interactions with clients or customers. Students will develop transferable skills, such as written communication skills, which will support progression to Level 3 vocational qualifications. 

Character: Engaging all students to discuss the importance of factors that may affect their development across all six life stages and ensuring they are aware of the importance of their own health and wellbeing and the impact this has physically, intellectually, emotionally, and socially.  

Competence: Students will be empowered with knowledge about the health care services both NHS and private and the informal and formal care we may need to take care of ourselves with the opportunity to use these skills and move on to Level 3 courses.  

Community:  Students develop a deeper understanding of the NHS in Britain, the care services available and government guidelines that drive us to live a healthier lifestyle.

We invite you to read our Long Term Plan for Health and Social Care here. 

You can read more about the Health and Social Care Statement of Intent here. 

History is fundamental to empowering students to engage in all manner of conversations and debates. We want to ensure that our students always have something to say and can speak from a position of knowledge rather than one of ignorance. History is uniquely positioned to do this through the breadth and depth of knowledge it offers for students to master. The OCL History curriculum is designed to provide our students with a firm grasp of the discipline of history in combination with a board, rich and global body of historical knowledge, which they can deploy to understand the world around them and the historical forces that have shaped it. The curriculum aims to develop an enduring curiosity about the past, as well as providing our students with the means to engage in rigorous and academic approaches to ask and answer historical questions, whilst also empowering them to question the nature of historical knowledge itself. The study of history aims to emphasise the strangeness of the past in comparison to our lives today whilst also fore fronting the human stories that still resonate with us.

Character: The OCL history curriculum aims to develop students who are confident in presenting their own arguments and interpretations but willing to listen to and be challenged by others. We aim to teach our students how to frame and answer questions, encouraging curiosity but also developing independence.  The nature of history itself, with their very rarely being a simple answer, helps develop resilience as well as ensuring that students are willing to challenge overly simplistic narratives they are presented, both in and outside of the classroom. The OCL history curriculum also aims to ensure students encounter diverse cultures, societies, people and often ‘hidden histories’, ensuring  their sense of identity and their perceptions of others are not based on singular representations or misrepresentations.

Competence: The OCL history curriculum aims to ensure students develop a broad body of historical knowledge, chronologically and geographically, from the local scale to global issues. The curriculum is designed to draw out the connected nature of the past, rather than presenting histories in isolation of one another, allowing students to make sense of the world they live in and the events, forces and people who continue to shape it. Students will engage in the processes through which history is written and challenged, aiming to develop student’s understanding of history as a discipline, and therefore as a societal construction rather than an objective narration of the past.

Community: Throughout the curriculum students study numerous different societies and communities as well as the interactions between them, exploring both the bonds that bring people together but also the issues that can cause conflict. Local history gives students the chance to reflect on how their local community has developed overtime and how it is both similar and different to other communities they have explored.

We invite you to read our Long Term Plan for History here. 

You can find our Statement of Intent for History here.

The OCL Maths Curriculum is designed in conjunction with Mathematics Mastery. This means that pupils are given a “thorough understanding of mathematical concepts, rather than a set of techniques or routines to get to the right answer” (EEF). We want our students to be curious learners who can apply their knowledge and skills to the real world. We enable them with the powerful knowledge that allows them to acquire fluency in crucial mathematical procedures and means they can master and retain key concepts which in turn will result in all students fulfilling their academic potential in maths.

Character: Our Maths lessons ensure that all students develop confidence in Maths, and identify as “good at Maths”. Through talk tasks to check for understanding, the participation of all students in articulating mathematical ideas is a key feature of our teaching. Students are taught to interact with each other with patience, honesty, and independence through opportunities for structured self-reflection throughout the lesson: in self and peer assessment, exit tickets, and mastery matrices.

Competence: Developing pupils’ competence in Maths is at the heart of our curriculum. We build strong foundations by taking every opportunity to develop our students’ numeracy skills: in lessons, and in structured interventions. In our curriculum, we draw on research from cognitive science to accelerate our students learning. We connect new knowledge to existing knowledge, to expand students’ schemas, and develop their skills in the core concepts of Maths.

Community: Through an engaging, relevant Maths curriculum, students are exposed to the story and history of mathematical ideas. In this way students develop respect for others and an appreciation of diversity and inclusivity, and learn how to challenge and question. Students also have the opportunity to develop their passion, their identity, and their sense of belonging, through success in Maths, and through trips and after-school clubs, in different forms across the trust.

You can read the Statement of Intent for Maths here.

You can read our Long Term Plan for Maths here.

The OCL MFL curriculum believes that a strong foundation for knowledge is essential for language learning. Our curriculum focuses on students mastering and retaining key structures and vocabulary over time that they become confident and spontaneous communicators in another language. We want our students to develop in the following key areas:

Character: We want our students to become confident communicators, who are able to use language flexibly in real-life contexts. Through learning another language our students will be encouraged to have a curiosity and understanding of other cultures. Through exploration of another language they will also learn more about themselves and the world beyond their classrooms. Their language skills should help to inspire a love of language learning and give them the confidence to communicate with speakers of these languages here and abroad. Our curriculum is an inclusive curriculum, where all students are able to achieve, and all are enabled to develop their skills and ability to speak the language spontaneously.

Competence: Students should be able to speak and write with increasing complexity, sponteneity and fluency as they progress in their learning. Vocabulary and grammatical structures are introduced sequentially and interleaved  for effective retrieval practice. We also use language beyond the curriculum and expose students regularly to authentic texts, culture and student-led discussion, enabling them to deepen their understanding of the French and Spanish-speaking world.

Community: We want our students to gain an understanding of their local, national and global communities through MFL, by helping them to explore different cultures and communities across the world where the languages are spoken. Our curriculum allows our students to appreciate cultural diversity and discuss complex issues with sensitivity, such as through engaging with social issues. Our goal is that through study, students will gain a sense of global responsibility, respect and tolerance for other cultures.

We invite you to read our Long Term Plan for French here.

You can find the Long Term Plan for Spanish here.

You can read the Statement of Intent for MFL here.

We begin with the assumption that all children are musical and have a right to learn music. Music is fundamental to being human and all can develop their identity, a sense of belonging and their character through rehearsing, playing, singing, creating, appreciating and listening to music. Through the Oasis Music Curriculum our students will grow into adults who enjoy, appreciate and engage with music throughout their lives.

Character: Engaging all pupils in musical learning that develops creativity, resilience and the confidence to express feelings and thoughts, experiment with new musical ideas and grow imaginations.  

Competence: Developing pupils’ ability to make music well so that musical outcomes are excellent and aspirations are raised. Ensuring that all are equipped for further musical study if they choose it.

Community: Inspiring all pupils to develop a lifelong love, appreciation and understanding of a wide range of musical styles and traditions. Ensuring all experience the power of music to include, to draw people together, understand others and facilitate positive connection.

You can read the Statement of Intent for Music here.

You can read our Long Term Plan for Music here.

Physical education should inspire students to become physically competent in a way which promotes lifelong physical activity. The Oasis Physical Education Curriculum will improve students’ health and wellbeing through a holistic approach that allows them to flourish and become valuable members within their community. Students will be provided with opportunities to develop personally through a wide range of experiences. They will have opportunities to engage and excel in competitive sport, physical activities and leadership, building character and embedding wider core values throughout.

Character: Physical education can promote the holistic development of students, helping them to become better versions of themselves by emphasising moral traits such as respect and fairness. Within our heart assessment students will be encouraged to promote sportsmanship and fair play, students will develop good habits that will bring out the best in each other both inside and outside of sport and physical activity.

Competence: Through our hands and head assessment students will be developing their competence within physical education, which will improve confidence and provide students with the skills and knowledge to lead physically active lives. Physical education will ensure students aspire and take the next steps in their education and personal challenges.

Community: Through teamwork and opportunities to build character, physical education can foster a sense of belonging amongst students. Students learn how to work collaboratively in physical education which is embedded within the heart assessment, developing leadership skills and helping students to create meaningful relationships and contribute to a positive community culture. Students will understand the pathways within community sport promoting lifelong physical activity. Through sport, students will recognise social and physical barriers to sport within their community and wider topical issues, modelling the nine habits.

You can read the Statement of Intent for PE here.

You can read our Long Term Plan for PE here.

We want our students to develop into rounded young adults who understand their character and play active roles in their communities. The PSHE curriculum has been thoughtfully created to incorporate our Oasis Ethos, Oasis 9 Habits and Character Curriculum to ensure students flourish in a safe school environment. We have met the statutory guidance for RSE, Citizenship and CEIAG as well as providing opportunities for use of the local PHE data to meet the needs of our students. The combination enables students to develop socially, emotionally, culturally, physically, spiritually and eventually having fulfilling lives and careers.

Students will know more about themselves and others; becoming socially literate and emotionally aware and understanding how they are developing, who they are becoming and how to fulfil their potential.  With this clear sense of identity, students will understand their place in society and how to achieve their future life ambitions.  

Students will then become confident, articulate citizens who are able to effectively debate moral, social, cultural and political issues. We also focus on the fundamental British Values that underpin many other curriculum areas. Crucially, students have a keen awareness of the socio-political landscape and through the exploration of Oasis Hubs locally, nationally and internationally understand the importance of inclusivity, the beauty of diversity and challenge themselves and others to be anti-discriminatory and to be inclusive of all.

Character: Engaging all students to express feelings and thoughts around themselves, who they are becoming and why this is important for their wellbeing and development in modern Britain. Students will have many opportunities to learn and discuss knowledge and skills that will support them to have fulfilled lives.

Competence: Students will be empowered with knowledge about the community, wider Britain and their own life choices to be able to make informed decisions and be able to make a fulfilling life pathway.

Community: Students will discuss and understand their own place within the local, national and global community with particular focus on the Oasis family; understanding the importance of diversity and inclusivity and the rich tapestry that is created through interconnected communities.

You can read the Statement of Intent for Personal Development here.

You can read our Long Term Plan for Personal Development here.

RE examines what it is to be human in the modern world, engaging directly with the questions at the heart of the Oasis Ethos – Who Am I and Who Am I Becoming.  Through the Oasis RE Curriculum our students will develop an appreciation of human diversity and an understanding of the place that belief plays in our all of our lives.  They will learn that differences in faith, belief, practice, culture and interpretation bring brilliance and colour to our world – both locally, nationally and globally.  It is essential to note here that RE is NOT religious instruction, Bible Study or so-called ‘divinity’.  It is a broad discipline which engages with several academic lenses – including theology, philosophy, ethics and the social sciences.  It is working within and truly honouring these lenses that provides the subject with its’ unique rigour.

We value character, competence and community in our curriculum, and seek opportunities to meaningfully demonstrate these virtues through a knowledge rich, diverse and inclusive curriculum.  Below is a representative (but not exhaustive) list of the myriad of ways in which RE honours the three ambitious intentions of the OCL Curriculum:

Character: Engaging all pupils in a curriculum that develops sensitivity, an understanding of what informs our morality,  and a true sense of true tolerance - where diversity is championed and celebrated as the factor which brings colour, brilliance and interest to society.  The confidence, composure and philosophical articulacy to engage in meaningful discussion about Big Questions.  To contribute to the personal development of pupils by enabling them to explore deep questions of purpose, meaning and human behaviour.   To challenge pupils to not only look within and explore the morals that define them, but to also listen to those which define others.  In doing these things RE enables pupils to understand important things about themselves as human beings growing into and becoming part of the modern world. Here the 9 Habits provides a foundation and filter through which to examine core content in addition to a mechanism through which to discipline discussion.

Competence: The ability to describe religious practice, explain religious beliefs, teachings and attitudes, and analyse and evaluate responses to questions of meaning, belief, purpose and ethics based upon belief and culture.  The OCL RE curriculum will enable pupils to develop critical thinking skills and the ability to debate, discuss and argue about Big Questions of human existence be them theological, philosophical, ethical or social.

Community: An understanding of what it is to be human – a sense of identity and belonging to their local community as well as a sense of being a global citizen.  A clear understanding of their own role and responsibilities within their communities, and the ability to see themselves as participants in and champions of the transformation of attitudes – which in turn will transform communities.  An understanding of the role that faith, belief and practice play in shaping the identity of both citizens and communities.  An understanding of how religion and faith unite global communities and positively contribute to the development of individual and communal character.  An understanding of how to participate within their community on a positive and meaningful level to create cohesion.

You can read the Statement of Intent for RE here.

You can read our Long Term Plan for RE here.

Please find the overview for RS at Oasis Academy Oldham here.

The Oasis Science Curriculum will equip students with the knowledge of the key scientific principles that allow us to make sense of the world around us and the disciplinary knowledge which enables them to be good scientists in their lives – providing opportunities to investigate scientific theories and unpick evidence to derive their own conclusions that will enable them to make good choices for themselves, their families, community and our planet.

Character: the curriculum aims to ensure that students feel successful during their science education, that they feel knowledgeable and that they have become curious, critical thinkers that are able to make well informed decisions that they can communicate and justify effectively.

Competence:

• Knowledgeable students: We want our students to be curious learners who can apply their knowledge to the real world.  To do this, we equip them with the fundamental substantive and disciplinary knowledge that allows them to ask good questions, evaluate information, access a range of scenarios and communicate their ideas and conclusions effectively and with confidence.
• Knowledgeable teachers: We want to ensure that all teachers are confident in their subject knowledge and potential student misconceptions across all three discipline and that they feel secure in taking ownership of differentiating lessons for the needs of the specific students they teach. We also want to provide lots of opportunities to ensure that our teachers know what their students have mastered and which areas need to be revisited later in the students learning journey. Our teachers are knowledgeable about the science of learning and are therefore empowered to make impactful decisions in the classroom. We know that student attention and focus is essential for learning to take place, so creating a calm and purposeful learning environment comes first. Our consistent approach to lesson structure and assessment allows teachers to focus on planning and practising excellent expositions, responding to errors and misconceptions and supporting students regardless of starting point to experience an ambitious curriculum.
• Knowledgeable leaders: We want to enable our curriculum leaders to be experts in curriculum delivery – able to develop the pedagogy of their teams through effective subject specific CPD, observations and feedback.  We also want to ensure that they are confident in tracking the progress of their students, identifying gaps in knowledge and underachievement and putting in place effective support to ensure that every child is successful in their science education.

Community: Our curriculum ensures that our students understand the impact of their decisions on themselves, their families, local communities and our planet.  It demonstrates the complexity of these decisions and the importance of individual decisions on the collective.  It will encourage students to be advocates for diversity, access to healthcare and a more sustainable way of living.

You can read the Statement of Intent for Science for Years 7, 8 and next Year 9s.

You can read the Statement of Intent for Science here.

You can read our Long Term Plan for our new Science curriculum here. (This sequence is taught to our current year 7 and 8s).

You can read our Statement of Intent and Long Term Plan for our current Science curriculum here. (This sequence is taught to our current year 9, 10, and 11s).

The OAO Food Tech curriculum makes an extremely vital contribution to a child’s development by teaching them key life skills that will help them to live happy and healthy lives by understanding how to prepare nutritious food in a safe and hygienic way. Our food curriculum allows out students to make informed decisions around nutrition and healthy eating, instilling a lifelong love of cooking to feed themselves and others.

We value character, competence and community in our curriculum:

Character: Oasis ethos and 9 habits underpin everything we do in our Food curriculum and are explored at every opportunity. Inclusion is at the heart of our curriculum alongside the Oasis ethos. Our goal is that through study, students will gain a sense of global responsibility, tolerance and respect for other cultures. Behaviour for learning is driven by inclusion. We have designed our curriculum to meet the needs of all, striving for personal as well as academic and vocational excellence alongside driving social mobility. Being and feeling safe and healthy is essential for our students. We actively promote the benefits of a healthy eating and healthy lifestyle and we encourage students to implement good food hygiene and safety practices, to lead a long and healthy life. Personal development is equally as important as academic achievement. The food Curriculum actively promotes the desired goals of academic excellence, optimal social development, and capacity to flourish in and beyond the school setting.

Competence: Building strong foundations is a key aim of our Food curriculum. We believe that a strong foundation for knowledge is essential for learning. Our curriculum focuses on students mastering key cooking skills and retaining knowledge over time that they become confident and competent in the food curriculum. Science of learning underpins our OAO food Curriculum. Our food curriculum has been created around the core concepts of promoting and applying nutrition, applying aspects of consumer awareness, implementing good food safety and hygiene and cooking skills and techniques. Knowledge and skills: Our students gain systematic knowledge of health and nutrition, aspects of consumer awareness such as food origin and food choice, good food safety and hygiene and cooking processes and skills. Assessment informs our curriculum planning, enabling us to address misconceptions and identify gaps in knowledge and skills to allow us to promptly address these gaps by adapting lessons using the related pedagogy. Digital fluency: Digital tools and media are used within our curriculum, to support young people to be successful in a world where technology is constantly changing and advancing.

Community: Academy community: Through our knowledge-rich food curriculum, we promote students’ curiosity and problem-solving skills as well as deepen their understanding of not only other countries cuisines’, but also of their own. Local Community: Our curriculum is adapted to reflect the local context including the heritage and experience of our communities. National citizenship: The food curriculum supports students to deepen their understanding of sustainability and encourages them to learn about a wider range of issues when learning about aspects of consumer awareness and food choice. Global citizenship: Our curriculum ensures our students gain an understanding of their local, national and global communities through food, by helping them to explore different cuisines and ingredients used across the world. Beyond the classroom: Through our curriculum, students are exposed to a wide range of knowledge and skills, to feed both themselves and others. We expose them to knowledge and understanding of working within the hospitality and catering industry, including job roles, working conditions, laws and regulations.

You can read our Food Tech Statement of Intent here.

Read our Long Term Plan for Food Tech here. 

Purpose of study: The OAO Statistics curriculum believes that students develop statistical fluency and understanding through the use of statistical techniques in a variety of authentic investigations, using real-world data in contexts such as, but not limited to, populations, climate, sales etc, identifying trends through carrying out appropriate calculations and data visualisation techniques, the application of statistical techniques across the curriculum, in subjects such as the sciences, social sciences, computing, geography, business and economics, and outside the classroom in the world in general. 

Character: Studying Statistics improves our student’s character by fostering critical thinking. Statistics teaches you to analyse data critically, question assumptions, and avoid jumping to conclusions. This habit of thorough examination and scepticism can make you more thoughtful and less prone to making impulsive decisions in everyday life. It also promotes intellectual humility: understanding statistics makes you aware of the limitations of your knowledge and the uncertainty inherent in most data. This can instil a sense of humility, encouraging you to approach problems with an open mind and a willingness to learn. Students are in encouraged in ethical decision-making; in statistics, ethical considerations are crucial, especially in data collection, interpretation, and reporting. This focus on ethics can carry over into other areas of life, fostering integrity and responsibility in personal and professional interactions.

Competence: Building strong foundations is a key aim of our Statistics curriculum. Science of learning underpins our Statistics Curriculum. Our Statistics curriculum has been created around the core concepts of equipping individuals with essential skills in data analysis, critical thinking, and decision-making. Here’s a breakdown of how it contributes to competence: Data literacy - in a data-driven world, understanding and interpreting data is crucial. Statistics provides the tools to collect, analyse, and draw meaningful conclusions from data, making individuals more competent in handling and using information effectively. Critical thinking: statistics fosters critical thinking by teaching how to approach problems logically and systematically. It encourages questioning assumptions, evaluating evidence, and making informed decisions based on empirical data rather than intuition or anecdotal evidence. Problem-solving: statistical methods are often used to solve real-world problems in various fields like business, healthcare, social sciences, and engineering. Learning these techniques enhances one’s ability to approach complex problems methodically and find practical solutions. Decision-making: statistics enables better decision-making by providing a framework for assessing risks, benefits, and probabilities. It helps in making informed choices in uncertain situations, which is a critical competence in both personal and professional life. Communication skills: competence in statistics also improves the ability to communicate complex ideas clearly. Being able to present data-driven insights through charts, graphs, and reports is an important skill in many fields. Understanding of variability and uncertainty: statistics teaches how to measure and account for variability and uncertainty in data, which is essential for making reliable predictions and assessments in various domains. By mastering these aspects, studying statistics not only enhances technical skills but also builds overall intellectual competence, making individuals more effective and adaptable in a wide range of situations.

Community: Our curriculum is adapted by the academy to reflect the local context by analysing local community data. The Statistics OCL curriculum supports students to deepen their understanding of sustainability and encourages them to engage with a range of international organisations and charities through the units of social and global issues within the Statistics curriculum. Our curriculum ensures our students gain an understanding of their local, national and global communities by analysing global, national and localised data and studying the probability of events.

We invite you to read our Statement of Intent for Statistics here.